Reading-to-Write Model Based On Discourse Analysis In Junior High School English Writing Teaching: An Experimental Study

The compulsory education curriculum standards put forward precise requirements for junior high school students’ writing: "In written expression,they can choose different sentence structures and tenses to describe and introduce people,things,or events around them,and express feelings,attitudes,opinions,and intentions." Writing is a vital output skill in English learning,directly reflecting the learner’s thinking and language expression ability.In junior high school English teaching,teaching reading and writing has always been the focus of teachers,and the excellent design of reading and writing courses has emerged in an endless stream.However,in junior middle school English teaching,teachers separate reading and writing and pay more attention to explaining grammar points.However,they do not pay enough attention to training reading methods and cultivating students’ thinking,understanding,summary,and judgment abilities.They rarely penetrate writing skills and thinking in reading teaching.Teachers stress reading and light writing in teaching;Emphasis on recitation,less analysis;Attaching importance to teaching materials,ignoring expansion is more serious.Therefore,it is indispensable to integrate reading and writing in junior high school English classes to change the current situation of students’ writing.Aiming at the existing problems in junior middle school English writing teaching,this study takes two parallel classes of students in Grade eight of a middle school in Guangzhou as participants on the theoretical basis of discourse analysis,input and output theory,to explore the effectiveness of the reading to write teaching method based on discourse analysis,that is,the influence of this method on the writing ability and writing interest of the participants.This study mainly adopts an experimental method,questionnaire survey,and interview to study and discuss three main questions:(1)Can the teaching method of reading-to-write improve the English writing ability of junior high school students?(2)If so,what effect does this method have on students’ ability of paragraph organization and discourse cohesion and coherence?(3)How does reading-to write teaching approach affect the interest of students towards writing? This study lasted for eight weeks.The author carried out relevant experiments in the grade eight of a middle school in Guangzhou,and set up experimental class and control class respectively.The experimental class adopts the reading-to-write teaching method,while the control class uses the traditional model of teaching writing.After the experiment,the author used SPSS.26 to compare and analyze the students’ writing scores in the pre-test and post test and the questionnaire results,and gave examples to explore the writing text and the interview results.The experimental results show that the method of reading-to-write approach has achieved remarkable results.(1)Compared with the traditional English writing teaching method,the reading-to-write approach is more beneficial in improving junior high school students’ writing ability.(2)The paragraph structure of the students’ composition is clear,and more linking words are used in the essay,which enhances coherence.(3)The reading-to-write approach has improved students’ interest in writing,and students have a more positive attitude toward writing.Based on these results,this study suggests the following insights for teachers: teachers should help students develop reading awareness and reading habits;teach students to use word chunks to improve the coherence of their writing;students should strengthen practice to consolidate their knowledge of discourse;teacher should pay attention to discourse issues when assessing.